Teaching Lab All Partners Report: Matched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 28 educators who completed the diagnostic survey, 28 educators who completed the follow-up survey, and 28 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
% of Educators with Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 70% 69% −2% 73%
Recognition of race & culture 43% 37% −7% 38%
Holding growth mindsets 51% 59% +8% 71%
Having high expectations and beliefs 100% 87% −14% 87%
Taking accountability for equitable instruction 94% 91% −3% 91%

1 Note: The number of observations varies between items from 26 to 28

2 n = 26

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 67% 68% +1% 76%
Trust in fellow teachers 92% 76% −16% 79%
Connectedness to fellow teachers 71% 92% +21% 96%
Have influence over professional learning 33% 32% −1% 54%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 71% 72% +1% 75%

1 Note: The number of observations varies between items from 25 to 24

2 n = 25

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
% of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 75% 78% +3% 79%
ELA instructional shifts 74% 74% +0% 77%
Fluency 66% 60% −6% 60%
Text complexity 86% 89% +3% 89%
Close reading 74% 80% +6% 83%
Building knowledge 58% 86% +28% 86%
Supporting students with unfinished learning 83% 86% +3% 86%

1 Note: The number of observations varies between items from 7 to 7

2 n = 7

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
% of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 60% 62% +2% 65%
Math instructional shifts 52% 50% −2% 52%
Equitable Math Instruction 57% 54% −3% 55%
Supporting students with unfinished learning 56% 69% +13% 72%
Effective Teaching Practices 73% 87% +14% 87%

1 Note: The number of observations varies between items from 21 to 21

2 n = 21

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Practices

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 100% 67% −33% 67%
Whether the lesson is focused on a high-quality text or task 100% 67% −33% 67%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 67% −33% 67%
Whether all students have opportunities to engage in the work of the lesson 100% 67% −33% 67%

1 Note: The number of observations varies between items from 3 to 4

2 n = 3

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers Non-TL Teachers
The lesson is focused on a high-quality text or task 100% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 67% 0%
All students have opportunities to engage in the work of the lesson 67% 0%

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity
Improve my own instructional practice 17%
Lead PLC meetings for teachers, Share information or resources with teachers, Improve my own instructional practice 17%
Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers 17%
Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice 50%

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes

"I think how the matrial was presented really helped me
undertand it. We were able to read it and then we discussed
it as a group in the zooms. There really helped."

"The overall course gives me ideas that I want to try and
confirms that I have been doing some things right."

"Time to collaborate with my team for how we will utilize
this training and the resources with districts we are
currently working with."

"This course has been very helpful in getting familiar with
a new curriculum. The setting was very friendly and safe
to share ideas. I was awesome to be able to work with other
teachers in our district."

"The videos and flexibility in recognizing the fluidity of
breakout room discussions."

"I loved the collaboration with other teachers. I got to
brainstorm and hear other ideas and ways to implement."

"Great information and gave structure and graphic organizers
that helped with lesson internalization."

"Overall, what went well was the combination of asynchronous
"hands-on" assignments and the activities during the zoom
calls. This reinforced my learning and understanding of how
to use all the elements in the modules."

"It had good focus (it did not feel like a scatter of
techniques) and the learners kept engaged."

"I appreciate the flow of the day; the opportunities
for break-out groups, discussion, independent work and
processing as well as the information being presented in
different formats."

Comments on Improving Experience
Quotes

"Nothing you could do...I need my team to be on board and
with me. I will try for next time."

"I wish I was a faster reader. There was a LOT to read and
learn in this PD. And I've only touched on a small amount of
what is available. The independent assignments for some of
the sessions felt overwhelming."

"I wish that we could have taken a closer look at each module
for our grade level and then worked with colleagues at that
level. It was helpful when we worked together on one module."

"I like how teachers have time to create or work on things.
To make the course even better, have them share their work
anonymously with each other. Teachers can learn from each
other while being accountable for their time."

"I am currently teaching 100% virtually and it seemed like
many of the conversations we had were focused around what
we would do once things go back to normal. I would have
liked to see more virtual strategies other than how our
facilitators were running the Teaching Lab PD."

"I thoroughly enjoyed this experience. If I were to be
hypercritical, while some specific feedback was indeed
provided to teachers, I guess more individualized feedback
to teachers could've improved the course."

"I should have made a hard copy of the note-catcher. Moving
from one screen to the other as I worked made me addled.
This was my failure to prepare."

"Just wish that we had a bit more time for the asynchronous
work today. I worked right up until our return time while
eating and did not really get a break today."

"BO rooms seem to consistently have the same people in them
across MCL sessions. I wonder if Zoom has an algorithm for
randomness based on people's names? I'd like to get to talk
with some different coaching colleagues."

Additional Comments
Quotes

"Definitely time well spent. Thanks to all who made this
happen for us in Fort Dodge."

"Just that it was extremely thorough covering as much
material as possible in the time frame we had. The
facilitators were passionate about the material and made us
equally engaged to know more."

"I feel a lot more confident about taking on the EL
curriculum. I hope we continue to have the support of Mandi
and Ryan throughout the school year."

"I just wanted to add that the presenters were professional,
very poised and relatable and they made us feel that our
contributions were valuable and welcomed. They were not over
barring or assertive. I always felt comfortable with them. I
really appreciated that about both presenters."

"It helps that we get to work with Erin each time since she
knows our schools and teachers well now."

"I was glad I took the course, I thought they could have used
the Eureka Math book more. The last two sessions I had a
difficult time logging in. It may have been my computer. But
they were very understanding."

"Dr, Anita shared her expertise with us throughout this
course. Sharing her knowledge allowed us to actively engage
in topics that were discussed as she was able to give us
feedback on our discussions. Throughout this course, I was
more open to discuss with my colleagues."

"The material from the guidebook is overused. Please consider
utilizing other examples! This repetition can get tedious."

"You did a great job with this course! Thank you for
providing this opportunity as it certainly will help me in
my teaching and coaching roles."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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